AN INTRUCTIONAL DESIGN FOR THE TEACHING OF ENGLISH AT SMP MUHAMMADIYAH I KARTASURA An Instructional Design For The Teaching Of English At SMP Muhammadiyah I Kartasura In 2013/2014 Academic Year A Naturalistic Study.
AN INTRUCTIONAL DESIGN FOR THE TEACHING OF ENGLISH
AT SMP MUHAMMADIYAH I KARTASURA
IN 2013/2014 ACADEMIC YEAR
A NATURALISTIC STUDY
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
DIAN MUHAMMAD RIFAI
A320100025
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014
AN INTRUCTIONAL DESIGN FOR THE TEACHING OF ENGLISH AT
SMP MUHAMMADIYAH I KARTASURA
IN 2013/2014 ACADEMIC YEAR
A NATURALISTIC STUDY
Dian Muhammad Rifai
Endang Fauziati
Dwi Haryanti
ABSTRACT
Dian Muhammad Rifai. A320100025. AN INTRUCTIONAL DESIGN FOR
THE TEACHING OF ENGLISH AT SMP MUHAMMADIYAH I
KARTASURA IN 2013/2014 ACADEMIC YEAR.
The study is aimed at analyzing the instructional desgin for the teaching of
English at SMP Muhammadiyah I Kartasura in 2013/2014 academic year. In this
research, there are nine component of instructional design that is decribed,
namely: (1) learning objective. (2) syllabus. (3)roles of instructional material. (4)
classroom procedure. (5) classroom technique (6) teacher’s role. (7) learner’s
role. (8) media. (9) evaluation model.
The type of the study is descriptive qualitative especially naturalistic
approach. In this research, the data are devired from event, informant, and field
note. There are three techniques of collecting data, namely: observation,
interview, and document. The techniques of analyzing data are collecting data,
data reduction, data display, and verification conclusion.
The result of the study, such as: (1) There are two learning objective of
teaching English espesially in English teaching namely: general objective and
specific objective. In general learning objective based on KTSP currikulum. In
specific learning objective of teaching English is written in syllabus and it
supported indicator of lesson plan.(2) The type of syllabus is notion functional
syllabus.(3) the roles of instructional materials are as a resource for presentation
materials, a source of actively for learner practice and communicative interaction,
a reference source for learners on grammar, vocabulary, pronounciation and a
source of stimulation and ideas for classroom activities,a support for less
experienced teachers (4) the classroom procedure used are Engagement,
Exploration, Explanation, Elaboration and Evaluation and Genre Based Approach
.(5) teaching technique used in teaching English are differentiate each skill 6) The
teacher’s role are facilitator, organizer, manager, assessor, planner and
motivator.(7) the learner’s role are learners plan their own learnin program and
this ultimately assumes responsibility for what they do in the classroom, group
and learn by interacting with others, learner tutor other learners, 8) The media
used in teaching learning process is used textbook and picture as printed media,
video and images showed by using LCD.(9) Evaluation model used are daily
examination, middle text and final test
Key words: Instructional design, Teaching learning Process, naturalistic, English
A. INTRODUCTION
Language and human being are two unseparated components. Language is
urgently needed by every human being in the world to communicate with each
other. Finnochiaro (1970) in Srijono (2001:7) states, “language is used to express
one’s emotions, needs, thoughts, ideas, attitudes, etc”. While wardugh (1972:8)
states, “language allows people to say things to each other and express their
communicative needs”. English is very important for people in global era, most of
people in this world use English language because English is an International
language. The most important to understanding scientific and technical knowledge
is through English language. Most of requirement to entering jobs is use English
language too. Education is very important in out life. Also, mastering English
language is important in our modern society and global area.
Because of the very important of English, there has been learned in many
country in the world included in Indonesia. So to learn about English it is not
something easy to transfer the language for Indonesian people because English is
not the first language for Indonesian people. In Indonesia English has been taught
in almost all of school. English is taught in all grades in this country from
Elementary, Junior High School, Senior High School and in the University. They
have transferred the language for the Indonesian people. In teaching English there
should have particular rule in the process of language acquisition. There should
have some way or rule that must be implemented by the teacher to make the
learner easy to understand the language. In the process of teaching learning
process it needs some components to support the process of teaching learning
process. Here the researcher is interested to make a research related to the
teaching of English in junior high school. The writer limits on the instructional
design at SMP Muhammadiyah I Kartasura. Richard and Rodger (2001: 20) state
that instructional design is a framework through which teacher takes the planned
learning and teaching action to a lesson. The existence of instructional design is
obviously needed in English teaching. Instructional design has some components,
such as the learning objective, syllabus model, instructional material, classroom
procedure, technique, learner’s role, teacher’s role, evaluation and media. All of
the aspects has the main goal to provide students with good command of English
so that they are able to take part in various academic activities, most of which are
conveyed in English.
Before conducting the research the writer has learned the previous study
related to the instructional design. Here some references related to the
instructional design such as Rina Angganingrum’s work (2012) entitled “A
Descriptive Study on The English Teaching Methods Applied by The Job Training
Students in SMP Al Islam I Surakarta”. His research finding shows the percentage
skills of teaching English by on the job training students are 16 % of the teaching
listening, 18 % of teaching speaking, 26 % of the teaching writing and 40 % of the
teaching reading. The methods applied by on the job training students are three
phase techniques, Communicative Language Teaching (CLT), Presentation,
Practice, and Production(PPP), and Total Physical Respond (TPR). The problems
faced by on the job training in Teaching English are on the job training students
are able to class conditioned the students don’t understand if they were explained
by on the job training students, because on the job training students are less
preparing of materials, on the job training students are lacks of material when they
were taught in front of class, sometimes on the job training students don’t use
standard language, the media used by used by on the job training students don’t
apply the indicators stated in lesson plan, and the methods applied on the job
training students are less creative and innovative. The second research is made by
Hartuti from Muhammadiyah University, Surakarta (2012) entitled “ Teaching
Learning Process of English at SMK Negeri ^ Surakarta : A Micro Ettnography”.
The objective of the research is to get a clear description of the teaching learning
process of English at SMK Negeri 6 Surakarta in which covers about to know the
objective of English teaching learning process, to know the syllabus used by the
teachers, to know the method of teaching in the classroom in which also covers
about the role of materials, the classroom procedure, classroom activities,
teacher’s and learner’s role, the media, and the evaluation.
The research findings of this study imply that teaching learning of
English at SMK Negeri 6 Surakarta has been suitable with the theories of English
teaching learning although there were still some weaknesses. Therefore, it is
recommended that (1) Institutional of Local Education
(Disdikpora Daerah)
should give an addition of frequency to conduct the seminars, training, and also
the short courses for all teachers, (2) School as the institution to conduct the
teaching learning process should give the supervision directly to the educational
practitioners, especially to the teachers, (3) The teachers should give much
attention to method of teaching learning especially how to design the classroom
activity so the students will not be bored and uninterested, the last (4) the other
researchers develop some parts which have not been developed in this research.
The last research is from Maulidiyah’s work entitled “ A Case Study at
SMA Negeri 1 Malang” It aims to describe the RSBI syllabus which is used in
SMA Negeri 1 Malang, to observe the teaching techniques which are used in the
RSBI class at SMA Negeri 1 Malang, to describe the kind of instructional
materials and media which are used in the RSBI class at SMA Negeri 1 Malang,
and to observe the assessment which is administered in the RSBI class at SMA
Negeri 1 Malang. The result showed that the teaching of English in the RSBI class
at SMA Negeri 1 Malang in terms of the syllabus, the teaching techniques, the
instructional materials, and the assessment administered were not applied as it has
to be since there were still many considerations to take. The teacher still used the
same syllabus, teaching techniques, instructional materials and assessment system
in teaching English in the RSBI and regular classes. The adaptation of Cambridge
curriculum through the school based curriculum had only been applied
theoretically. In fact, the teacher considered the materials from Cambridge were
too difficult for the students.
Depart to the previous differences, the position of current study is to extend
some previous studies that have been conducted. the researcher wants to analyze
about the instructional design for teaching English at the SMP Muhammadiyah 1
Kartasura. In this research the writer wants to analyze an Instructional Design in
the teaching of English. Analyzing instructional design is different with what have
been analyzed in the previous studies above. The research will analyze all
component in the teaching learning process. Because in the instructional design
includes all component in teaching of English. They are Objective of the study,
syllabus model, teacher roles, learner roles, classroom procedure, classroom
technique, role of instructional materials, and Media. Here are the theory about the
components of instructional design : According to KTSP 2006 curriculum stated that
learning objective is formulated into general education objective and specific
objective namely indicator. In general objective included (1) Basic education is
located on smartness, individual knowledge, character, skill for independent life
and sustainable education, (2) intermediate education is increasing intellectuality,
individual knowledge, character building and life skill and attaining sustainable
education, and (3) Vocational education id developing intellectuality, knowledge,
character building, life skill and following vocational sustainable education.
Etymologically syllabus means as a “label” or “table of content.” Syllabus can be
said as a part of curriculum or selection and grading content. Nunan (1990: 7)
states that syllabuses began to appear in which content was specified, not only in
terms of grammatical elements, but also in terms of the functional skills they
would need to master in order to communicate successfully. According to
Cunningworth (1995:7) stated that the role of instructional material namely: (1) A
resource for presentation materials (spoken and written), (2) A source of actively
for learner practice and communicative interaction, (30 A reference source for
learners on grammar, vocabulary, pronounciation and so on, (4) A source of
stimulation and ideas for classroom activities, (5) A syllabus (where they are
reflected) learning objectives that have already been determined and (6) A support
for less experienced teachers who have to gain in confidence. Based on the theory
there are some models of classroom procedures. There are the Richard and Rodger’s
model (presentation, practise and production), Bybee’s model (engagement,exploration,
elaboration, and evaluation) . Hamond’s model (Genre Based Approach), Harmer’s
model (engage,study and active). Richard and Lockhart (1994:105) stated the roles
of the teacher in teaching learning are as facilitator, as classroom manager, as
assesor, as motivator and as planner. Johnson and Paulson (1976) in Richard
(1986) stated that learner’s role to plan their own learning program and this
ultimately assume responsibility for what they do in the classroom, learners
monitor and evaluate their own progress ,learner learn from the teacher and
learners are members of a group and learn by interacting with others. According
to the theory the varieties of teaching media (Harmer, 2001: 134) as following:
picture and images, overhead projector, board, language laboratory, Bits and
Pieces, computer and video.
The evaluation model are daily examination, mid test and final test. In the
daily, mid and final examination the form of test can be objective and essay test.
Here is suitable with the theory from Hornby (1990:17) Hornby (1990: 394) says
that evaluation is to access or form an idea of the amount, quality of value of
something. The main purpose of evaluation is to determine and to measure the
goals and objectives of a language program and whether the program is effective
or not. The types of test can be as essay test and multiple choice test.
Here the researcher aims to analyze all components of instructional design
at SMP Muhammadiyah I Kartasura. The writer wants to analyzing whether the
instructional design at SMP Muhammadiyah I Kartasura suitable with the theory.
It involves learning objecives, syllabus, role of instructional material, teacher
roles, learner’s roles, classroom procedures, classroom techniques, and evaluation
models. In this research the writer uses Qualitative method of analysis that is
included descriptive interpretative.The benefits of study, theoretically is to be
used as an input in improving teacher’s ability to teach English especially in the
teaching of English. The practically benefit, The result of this research can be
used as the reference for the next researchers who are interested in the strategies
of teaching English.
B. RESEARCH METHOD
In this study, the writer uses descriptive qualitative, especially Naturalistic
research. The subject of the research is the English teacher and the students at
SMP Muhammadiyah I Kartasura in 2013/2014 academic year. The teachers are
Mrs. Yayuk Nur Rahayu and Miss Fauziati (Class C) and total of the students are
79. They are 40 students in class A, and 39 students in class C. The object of the
research focuses on an instructional design for the teaching of English at SMP
Muhammadiyah I Kartasura in 2013/2014 academic year, The component of an
Instructional Design which includes syllabus, learning objective, instructional
material, classroom techniques, classroom procedures, role of the student, role of
the teacher, teaching media and evaluation model. The data are taken from event,
informant, and field note. The method of collecting data are observation,
interview and document. The method of analyzing data are collecting data, data
reduction, display data, and conclusion. The researcers prove the validy of data
by using triangulation method. The writer examine the data validity from data
triangulation, method triangulation and review informant.
C. FINDING AND DISCUSSION
There are nine components in the research findings and disccusion, nemely;
Learning objective, syllabus, instructional material, classroom procedure,
technique, teacher’s role, learner’s role, media and evaluation model.
After conducting the observation the writer finds that SMP Muhammadiyah I
Kartasura has two learning objective of the teaching English.From the data that
wriiten in KTSP 2006 curriculum and the result of observation and interview the
general objectives in SMP Muhammadiyah I Kartasura are: It has to increase
intellectuality, the individual knowledge of the students and character building of
the students, To develop communicative competence in spoken and written form
to deal with the development of science and technology in facing the globalization
era, The students can understand, response, communicate and interact the simple
transactional and interpersonal in their environment. According to KTSP 2006
curriculum stated that learning objective is formulated into general education
objective and specific objective namely indicator. In general objective included
(1) Basic education is located on smartness, individual knowledge, character, skill
for independent life and sustainable education, (2) intermediate education is
increasing intellectuality, individual knowledge, character building and life skill
and attaining sustainable education, and (3) Vocational education id developing
intellectuality, knowledge, character building, life skill and following vocational
sustainable education.
The specific learning objective of the teaching English usually state in the
lesson plan as the specific preparation in instructional or teaching learning
activities. Specific objectives can differentiate at each skill. Each skill like
listening, speaking, reading,and writing has its aim after the lesson.
For the syllabus the writer determine that the kind of syllabus used in SMP
Muhammadiyah I Kartasura is notional functional syllabus. Because in the
syllabus is viewed as a living, complex, and dynamic phenomenon to make the
learners able to analyze the language and to make them communicatively
competence.There is not only the mastery of the language but also to enable the
learner how the language works. The importance of syllabus is also felt by other
teacher in previous finding. Angganingrum (2012), Hartuti (2013) and Maulidiyah
(2012) also sated that syllabus is very vital item in arranging lesson plan. The
model of syllabus is different with Maulidiyah’s work (2012), and the same
Hartuti’s work (2012) which focused on language function.
The materials used by the English teachers is included in printed material
such as, the textbook and the material that are compared both print and non print
source as sell access material and material on the internet. the role of instructional
material includes the following specification that are: (1) A resource for
presentation materials, (2) A source of actively for learner practice and
communicative interaction (3) A reference source for learners on grammar
vocabulary, pronunciation and so on. (4) A resource of stimulation and ideas for
classroom activities. They are similar with the theories written in chapter II.
According to Cunningworth (1995:7) stated that the role of instructional material
namely: (1) A resource for presentation materials (spoken and written), (2) A
source of actively for learner practice and communicative interaction, (30 A
reference source for learners on grammar, vocabulary, pronounciation and so on,
(4) A source of stimulation and ideas for classroom activities, (5) A syllabus
(where they are reflected) learning objectives that have already been determined
and (6) A support for less experienced teachers who have to gain in confidence
The classroom procedure that used by the teacher was 5E (Engagement,
Exploration, Explanation, Elaboration and Evaluation) and GBA (Genre based
Approach). So, the writer concludes that the teacher used two procedure in
teaching learning process namely, 5E (Engagement, Exploration, Explanation,
Elaboration and Evaluation). The procedure in teaching English is suitable with
the theory Bybee (1997). And the second classroom procedure is GBA (Genre
Based Approach) The procedure in teaching English is suitable with Hammond’s
model.
The teacher’s role are facilitator,manager, organizer, assessor, empower
motivator and planner. Richard and Lockhart (1994:105) stated the roles of the
teacher in teaching learning are as facilitator, as classroom manager, as assesor, as
motivator and as planner. Based on explanation above, the writer concludes that
the teacher’s role in teaching learning process is suitable with Lockhart’s theory.
It different from previous findings of Hartuti (2013) and Maulidiyah (2013). In
finding Angganingrum’s work (2012) explanined that the role of English teachers
were as material source, developer, motivator, counselor and provider of students.
In finding Hartuti’s work (2013) explained that they emphasize on the teacher’s
role as of motivator and explaniner.
The leaner’s role are learner is the planner of his or her own learning program
and thus ultimately assumes responsibility of what he or she does in the
classroom, learner is monitor and evaluate of his or her own progress, learners are
members of a group and learn by interacting with others, learner is a tutor of other
learner. Johnson and Paulson (1976) in Richard (1986) stated that learner’s role to
plan their own learning program and this ultimately assume responsibility for
what they do in the classroom, learners monitor and evaluate their own progress
,learner learn from the teacher and learners are members of a group and learn by
interacting with others. The writer concludes that the learner’s role in teaching
English on writing skill is suitable with the theory by Johnson and Paulson.
The teacher used textbook,picture , images and video that is shown by using
LCD as the media. There are some similar perceptions about media. Media is such
things that can be used to distribute the message from sender to receiver to
stimulate the sense, mind, attention and the students’ interest to build the teaching
learning process. According to the theory the varieties of teaching media (Harmer,
2001: 134) as following: picture and images, overhead projector, board, language
laboratory, Bits and Pieces, computer and video.
The evaluation model are daily examination, mid test and final test. In the
daily, mid and final examination the form of test can be objective and essay test.
Here is suitable with the theory from Hornby (1990:17) Hornby (1990: 394) says
that evaluation is to access or form an idea of the amount, quality of value of
something. The main purpose of evaluation is to determine and to measure the
goals and objectives of a language program and whether the program is effective
or not. The types of test can be as essay test and multiple choice test.
D. CONCLUSION
The result of the study, such as: (1) There are two learning objective of
teaching English espesially in English teaching namely: general objective and
specific objective. In general learning objective based on KTSP currikulum. In
specific learning objective of teaching English is written in syllabus and it
supported indicator of lesson plan.(2) The type of syllabus is notion functional
syllabus.(3) the roles of instructional materials are as a resource for presentation
materials, a source of actively for learner practice and communicative interaction,
a reference source for learners on grammar, vocabulary, pronounciation and a
source of stimulation and ideas for classroom activities,a support for less
experienced teachers who have to gain in confidence (4) the classroom procedure
used is 5E (Engagement, Exploration, Explanation, Elaboration and Evaluation)
and GBA (Genre Based Approach).(5) teaching technique used in teaching
English are like role plays, games, discussion, oral repetition, reading a passage,
skimming and scanning a passage, brainstorming, disccusion a topic or question
6) The teacher’s role are facilitator, organizer, manager, assessor, planner and
motivator.(7) the learner’s role are learners plan their own learning program and
this ultimately assumes responsibility for what they do in the classroom, group
and learn by interacting with others, learner tutor other learners, and learners learn
from the teacher, from other students and from other sources. 8) The media used
in teaching learning process is used textbook and picture as printed media, video
and images showed by using LCD.(9) Evaluation model used are daily
examination, middle text and final test.
BIBLIOGRAPHY
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PustakaUtama.
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Foreign Language Teaching. Surakarta: PT. Era Puataka Utama.
Fauziati, Endang. 2010. Teaching English as A Foreign Languange (
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Hadi, Sutrisno. 2004. Metodologi Research (Jilid I). Yogyakarta: Andi.
Harris, David. 1969.Testing English as a Second Language.Georgetown
University: Magraw Hill.
Hutchinson, Tom and Waters Alan.1997. English for Specific Purposes.
Manchester: Edinburgh University Press.
Iskandar, and Verna. 1989. Instructional Design and Development. Jakarta:
Pustaka Utama.
Littlewood. 1981. Course Design: Developing Program and Materials for
Language Learning. New York: Cambridge University Press.
Mac Donald, Andrew and Gina Mac Donald. 1996. Mastering Writing Essential.
New Jersey: Prentice Hall Regents.
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Moleong, Lexi J. 2001. Metode Penelitian Kualitatif. Jakarta: PT Rosa Karya.
Nasution. 2000. Metode Resesarch: Penelitian Ilmiah. Jakarta: Bumi Aksara.
Nunan, David. 1991. Language Teaching Methodology: A Text Book for teacher.
New York: Pretice Hill.
Nunan, David. 1998. Syllabus Design. Oxford: Oxford University Press.
Nunan, David.2003. Practical English Language Teaching. New York: Mc grow
Hill Contemporary.
Richards, Jack C and Thedore S. Rogers. 1986. Approaches and Methods in
Language Teaching. London: Cambrige University Press.
Richards, Jack C. and Charles Lockhart. 1999. Reflective Teaching in Second
Language Classroom. New York: Cambrige University Press.
Srijono,
Djoko. 2001. An Introduction Course of
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Linguistics.
Sutopo, Habib.2002.Metode Penelitian Kualitatif.Surakarta: UNS Press.
Tomlinson, Brian. 1998. Materials Development in Language Teaching. USA:
Cambrige University Press
AT SMP MUHAMMADIYAH I KARTASURA
IN 2013/2014 ACADEMIC YEAR
A NATURALISTIC STUDY
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
DIAN MUHAMMAD RIFAI
A320100025
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014
AN INTRUCTIONAL DESIGN FOR THE TEACHING OF ENGLISH AT
SMP MUHAMMADIYAH I KARTASURA
IN 2013/2014 ACADEMIC YEAR
A NATURALISTIC STUDY
Dian Muhammad Rifai
Endang Fauziati
Dwi Haryanti
ABSTRACT
Dian Muhammad Rifai. A320100025. AN INTRUCTIONAL DESIGN FOR
THE TEACHING OF ENGLISH AT SMP MUHAMMADIYAH I
KARTASURA IN 2013/2014 ACADEMIC YEAR.
The study is aimed at analyzing the instructional desgin for the teaching of
English at SMP Muhammadiyah I Kartasura in 2013/2014 academic year. In this
research, there are nine component of instructional design that is decribed,
namely: (1) learning objective. (2) syllabus. (3)roles of instructional material. (4)
classroom procedure. (5) classroom technique (6) teacher’s role. (7) learner’s
role. (8) media. (9) evaluation model.
The type of the study is descriptive qualitative especially naturalistic
approach. In this research, the data are devired from event, informant, and field
note. There are three techniques of collecting data, namely: observation,
interview, and document. The techniques of analyzing data are collecting data,
data reduction, data display, and verification conclusion.
The result of the study, such as: (1) There are two learning objective of
teaching English espesially in English teaching namely: general objective and
specific objective. In general learning objective based on KTSP currikulum. In
specific learning objective of teaching English is written in syllabus and it
supported indicator of lesson plan.(2) The type of syllabus is notion functional
syllabus.(3) the roles of instructional materials are as a resource for presentation
materials, a source of actively for learner practice and communicative interaction,
a reference source for learners on grammar, vocabulary, pronounciation and a
source of stimulation and ideas for classroom activities,a support for less
experienced teachers (4) the classroom procedure used are Engagement,
Exploration, Explanation, Elaboration and Evaluation and Genre Based Approach
.(5) teaching technique used in teaching English are differentiate each skill 6) The
teacher’s role are facilitator, organizer, manager, assessor, planner and
motivator.(7) the learner’s role are learners plan their own learnin program and
this ultimately assumes responsibility for what they do in the classroom, group
and learn by interacting with others, learner tutor other learners, 8) The media
used in teaching learning process is used textbook and picture as printed media,
video and images showed by using LCD.(9) Evaluation model used are daily
examination, middle text and final test
Key words: Instructional design, Teaching learning Process, naturalistic, English
A. INTRODUCTION
Language and human being are two unseparated components. Language is
urgently needed by every human being in the world to communicate with each
other. Finnochiaro (1970) in Srijono (2001:7) states, “language is used to express
one’s emotions, needs, thoughts, ideas, attitudes, etc”. While wardugh (1972:8)
states, “language allows people to say things to each other and express their
communicative needs”. English is very important for people in global era, most of
people in this world use English language because English is an International
language. The most important to understanding scientific and technical knowledge
is through English language. Most of requirement to entering jobs is use English
language too. Education is very important in out life. Also, mastering English
language is important in our modern society and global area.
Because of the very important of English, there has been learned in many
country in the world included in Indonesia. So to learn about English it is not
something easy to transfer the language for Indonesian people because English is
not the first language for Indonesian people. In Indonesia English has been taught
in almost all of school. English is taught in all grades in this country from
Elementary, Junior High School, Senior High School and in the University. They
have transferred the language for the Indonesian people. In teaching English there
should have particular rule in the process of language acquisition. There should
have some way or rule that must be implemented by the teacher to make the
learner easy to understand the language. In the process of teaching learning
process it needs some components to support the process of teaching learning
process. Here the researcher is interested to make a research related to the
teaching of English in junior high school. The writer limits on the instructional
design at SMP Muhammadiyah I Kartasura. Richard and Rodger (2001: 20) state
that instructional design is a framework through which teacher takes the planned
learning and teaching action to a lesson. The existence of instructional design is
obviously needed in English teaching. Instructional design has some components,
such as the learning objective, syllabus model, instructional material, classroom
procedure, technique, learner’s role, teacher’s role, evaluation and media. All of
the aspects has the main goal to provide students with good command of English
so that they are able to take part in various academic activities, most of which are
conveyed in English.
Before conducting the research the writer has learned the previous study
related to the instructional design. Here some references related to the
instructional design such as Rina Angganingrum’s work (2012) entitled “A
Descriptive Study on The English Teaching Methods Applied by The Job Training
Students in SMP Al Islam I Surakarta”. His research finding shows the percentage
skills of teaching English by on the job training students are 16 % of the teaching
listening, 18 % of teaching speaking, 26 % of the teaching writing and 40 % of the
teaching reading. The methods applied by on the job training students are three
phase techniques, Communicative Language Teaching (CLT), Presentation,
Practice, and Production(PPP), and Total Physical Respond (TPR). The problems
faced by on the job training in Teaching English are on the job training students
are able to class conditioned the students don’t understand if they were explained
by on the job training students, because on the job training students are less
preparing of materials, on the job training students are lacks of material when they
were taught in front of class, sometimes on the job training students don’t use
standard language, the media used by used by on the job training students don’t
apply the indicators stated in lesson plan, and the methods applied on the job
training students are less creative and innovative. The second research is made by
Hartuti from Muhammadiyah University, Surakarta (2012) entitled “ Teaching
Learning Process of English at SMK Negeri ^ Surakarta : A Micro Ettnography”.
The objective of the research is to get a clear description of the teaching learning
process of English at SMK Negeri 6 Surakarta in which covers about to know the
objective of English teaching learning process, to know the syllabus used by the
teachers, to know the method of teaching in the classroom in which also covers
about the role of materials, the classroom procedure, classroom activities,
teacher’s and learner’s role, the media, and the evaluation.
The research findings of this study imply that teaching learning of
English at SMK Negeri 6 Surakarta has been suitable with the theories of English
teaching learning although there were still some weaknesses. Therefore, it is
recommended that (1) Institutional of Local Education
(Disdikpora Daerah)
should give an addition of frequency to conduct the seminars, training, and also
the short courses for all teachers, (2) School as the institution to conduct the
teaching learning process should give the supervision directly to the educational
practitioners, especially to the teachers, (3) The teachers should give much
attention to method of teaching learning especially how to design the classroom
activity so the students will not be bored and uninterested, the last (4) the other
researchers develop some parts which have not been developed in this research.
The last research is from Maulidiyah’s work entitled “ A Case Study at
SMA Negeri 1 Malang” It aims to describe the RSBI syllabus which is used in
SMA Negeri 1 Malang, to observe the teaching techniques which are used in the
RSBI class at SMA Negeri 1 Malang, to describe the kind of instructional
materials and media which are used in the RSBI class at SMA Negeri 1 Malang,
and to observe the assessment which is administered in the RSBI class at SMA
Negeri 1 Malang. The result showed that the teaching of English in the RSBI class
at SMA Negeri 1 Malang in terms of the syllabus, the teaching techniques, the
instructional materials, and the assessment administered were not applied as it has
to be since there were still many considerations to take. The teacher still used the
same syllabus, teaching techniques, instructional materials and assessment system
in teaching English in the RSBI and regular classes. The adaptation of Cambridge
curriculum through the school based curriculum had only been applied
theoretically. In fact, the teacher considered the materials from Cambridge were
too difficult for the students.
Depart to the previous differences, the position of current study is to extend
some previous studies that have been conducted. the researcher wants to analyze
about the instructional design for teaching English at the SMP Muhammadiyah 1
Kartasura. In this research the writer wants to analyze an Instructional Design in
the teaching of English. Analyzing instructional design is different with what have
been analyzed in the previous studies above. The research will analyze all
component in the teaching learning process. Because in the instructional design
includes all component in teaching of English. They are Objective of the study,
syllabus model, teacher roles, learner roles, classroom procedure, classroom
technique, role of instructional materials, and Media. Here are the theory about the
components of instructional design : According to KTSP 2006 curriculum stated that
learning objective is formulated into general education objective and specific
objective namely indicator. In general objective included (1) Basic education is
located on smartness, individual knowledge, character, skill for independent life
and sustainable education, (2) intermediate education is increasing intellectuality,
individual knowledge, character building and life skill and attaining sustainable
education, and (3) Vocational education id developing intellectuality, knowledge,
character building, life skill and following vocational sustainable education.
Etymologically syllabus means as a “label” or “table of content.” Syllabus can be
said as a part of curriculum or selection and grading content. Nunan (1990: 7)
states that syllabuses began to appear in which content was specified, not only in
terms of grammatical elements, but also in terms of the functional skills they
would need to master in order to communicate successfully. According to
Cunningworth (1995:7) stated that the role of instructional material namely: (1) A
resource for presentation materials (spoken and written), (2) A source of actively
for learner practice and communicative interaction, (30 A reference source for
learners on grammar, vocabulary, pronounciation and so on, (4) A source of
stimulation and ideas for classroom activities, (5) A syllabus (where they are
reflected) learning objectives that have already been determined and (6) A support
for less experienced teachers who have to gain in confidence. Based on the theory
there are some models of classroom procedures. There are the Richard and Rodger’s
model (presentation, practise and production), Bybee’s model (engagement,exploration,
elaboration, and evaluation) . Hamond’s model (Genre Based Approach), Harmer’s
model (engage,study and active). Richard and Lockhart (1994:105) stated the roles
of the teacher in teaching learning are as facilitator, as classroom manager, as
assesor, as motivator and as planner. Johnson and Paulson (1976) in Richard
(1986) stated that learner’s role to plan their own learning program and this
ultimately assume responsibility for what they do in the classroom, learners
monitor and evaluate their own progress ,learner learn from the teacher and
learners are members of a group and learn by interacting with others. According
to the theory the varieties of teaching media (Harmer, 2001: 134) as following:
picture and images, overhead projector, board, language laboratory, Bits and
Pieces, computer and video.
The evaluation model are daily examination, mid test and final test. In the
daily, mid and final examination the form of test can be objective and essay test.
Here is suitable with the theory from Hornby (1990:17) Hornby (1990: 394) says
that evaluation is to access or form an idea of the amount, quality of value of
something. The main purpose of evaluation is to determine and to measure the
goals and objectives of a language program and whether the program is effective
or not. The types of test can be as essay test and multiple choice test.
Here the researcher aims to analyze all components of instructional design
at SMP Muhammadiyah I Kartasura. The writer wants to analyzing whether the
instructional design at SMP Muhammadiyah I Kartasura suitable with the theory.
It involves learning objecives, syllabus, role of instructional material, teacher
roles, learner’s roles, classroom procedures, classroom techniques, and evaluation
models. In this research the writer uses Qualitative method of analysis that is
included descriptive interpretative.The benefits of study, theoretically is to be
used as an input in improving teacher’s ability to teach English especially in the
teaching of English. The practically benefit, The result of this research can be
used as the reference for the next researchers who are interested in the strategies
of teaching English.
B. RESEARCH METHOD
In this study, the writer uses descriptive qualitative, especially Naturalistic
research. The subject of the research is the English teacher and the students at
SMP Muhammadiyah I Kartasura in 2013/2014 academic year. The teachers are
Mrs. Yayuk Nur Rahayu and Miss Fauziati (Class C) and total of the students are
79. They are 40 students in class A, and 39 students in class C. The object of the
research focuses on an instructional design for the teaching of English at SMP
Muhammadiyah I Kartasura in 2013/2014 academic year, The component of an
Instructional Design which includes syllabus, learning objective, instructional
material, classroom techniques, classroom procedures, role of the student, role of
the teacher, teaching media and evaluation model. The data are taken from event,
informant, and field note. The method of collecting data are observation,
interview and document. The method of analyzing data are collecting data, data
reduction, display data, and conclusion. The researcers prove the validy of data
by using triangulation method. The writer examine the data validity from data
triangulation, method triangulation and review informant.
C. FINDING AND DISCUSSION
There are nine components in the research findings and disccusion, nemely;
Learning objective, syllabus, instructional material, classroom procedure,
technique, teacher’s role, learner’s role, media and evaluation model.
After conducting the observation the writer finds that SMP Muhammadiyah I
Kartasura has two learning objective of the teaching English.From the data that
wriiten in KTSP 2006 curriculum and the result of observation and interview the
general objectives in SMP Muhammadiyah I Kartasura are: It has to increase
intellectuality, the individual knowledge of the students and character building of
the students, To develop communicative competence in spoken and written form
to deal with the development of science and technology in facing the globalization
era, The students can understand, response, communicate and interact the simple
transactional and interpersonal in their environment. According to KTSP 2006
curriculum stated that learning objective is formulated into general education
objective and specific objective namely indicator. In general objective included
(1) Basic education is located on smartness, individual knowledge, character, skill
for independent life and sustainable education, (2) intermediate education is
increasing intellectuality, individual knowledge, character building and life skill
and attaining sustainable education, and (3) Vocational education id developing
intellectuality, knowledge, character building, life skill and following vocational
sustainable education.
The specific learning objective of the teaching English usually state in the
lesson plan as the specific preparation in instructional or teaching learning
activities. Specific objectives can differentiate at each skill. Each skill like
listening, speaking, reading,and writing has its aim after the lesson.
For the syllabus the writer determine that the kind of syllabus used in SMP
Muhammadiyah I Kartasura is notional functional syllabus. Because in the
syllabus is viewed as a living, complex, and dynamic phenomenon to make the
learners able to analyze the language and to make them communicatively
competence.There is not only the mastery of the language but also to enable the
learner how the language works. The importance of syllabus is also felt by other
teacher in previous finding. Angganingrum (2012), Hartuti (2013) and Maulidiyah
(2012) also sated that syllabus is very vital item in arranging lesson plan. The
model of syllabus is different with Maulidiyah’s work (2012), and the same
Hartuti’s work (2012) which focused on language function.
The materials used by the English teachers is included in printed material
such as, the textbook and the material that are compared both print and non print
source as sell access material and material on the internet. the role of instructional
material includes the following specification that are: (1) A resource for
presentation materials, (2) A source of actively for learner practice and
communicative interaction (3) A reference source for learners on grammar
vocabulary, pronunciation and so on. (4) A resource of stimulation and ideas for
classroom activities. They are similar with the theories written in chapter II.
According to Cunningworth (1995:7) stated that the role of instructional material
namely: (1) A resource for presentation materials (spoken and written), (2) A
source of actively for learner practice and communicative interaction, (30 A
reference source for learners on grammar, vocabulary, pronounciation and so on,
(4) A source of stimulation and ideas for classroom activities, (5) A syllabus
(where they are reflected) learning objectives that have already been determined
and (6) A support for less experienced teachers who have to gain in confidence
The classroom procedure that used by the teacher was 5E (Engagement,
Exploration, Explanation, Elaboration and Evaluation) and GBA (Genre based
Approach). So, the writer concludes that the teacher used two procedure in
teaching learning process namely, 5E (Engagement, Exploration, Explanation,
Elaboration and Evaluation). The procedure in teaching English is suitable with
the theory Bybee (1997). And the second classroom procedure is GBA (Genre
Based Approach) The procedure in teaching English is suitable with Hammond’s
model.
The teacher’s role are facilitator,manager, organizer, assessor, empower
motivator and planner. Richard and Lockhart (1994:105) stated the roles of the
teacher in teaching learning are as facilitator, as classroom manager, as assesor, as
motivator and as planner. Based on explanation above, the writer concludes that
the teacher’s role in teaching learning process is suitable with Lockhart’s theory.
It different from previous findings of Hartuti (2013) and Maulidiyah (2013). In
finding Angganingrum’s work (2012) explanined that the role of English teachers
were as material source, developer, motivator, counselor and provider of students.
In finding Hartuti’s work (2013) explained that they emphasize on the teacher’s
role as of motivator and explaniner.
The leaner’s role are learner is the planner of his or her own learning program
and thus ultimately assumes responsibility of what he or she does in the
classroom, learner is monitor and evaluate of his or her own progress, learners are
members of a group and learn by interacting with others, learner is a tutor of other
learner. Johnson and Paulson (1976) in Richard (1986) stated that learner’s role to
plan their own learning program and this ultimately assume responsibility for
what they do in the classroom, learners monitor and evaluate their own progress
,learner learn from the teacher and learners are members of a group and learn by
interacting with others. The writer concludes that the learner’s role in teaching
English on writing skill is suitable with the theory by Johnson and Paulson.
The teacher used textbook,picture , images and video that is shown by using
LCD as the media. There are some similar perceptions about media. Media is such
things that can be used to distribute the message from sender to receiver to
stimulate the sense, mind, attention and the students’ interest to build the teaching
learning process. According to the theory the varieties of teaching media (Harmer,
2001: 134) as following: picture and images, overhead projector, board, language
laboratory, Bits and Pieces, computer and video.
The evaluation model are daily examination, mid test and final test. In the
daily, mid and final examination the form of test can be objective and essay test.
Here is suitable with the theory from Hornby (1990:17) Hornby (1990: 394) says
that evaluation is to access or form an idea of the amount, quality of value of
something. The main purpose of evaluation is to determine and to measure the
goals and objectives of a language program and whether the program is effective
or not. The types of test can be as essay test and multiple choice test.
D. CONCLUSION
The result of the study, such as: (1) There are two learning objective of
teaching English espesially in English teaching namely: general objective and
specific objective. In general learning objective based on KTSP currikulum. In
specific learning objective of teaching English is written in syllabus and it
supported indicator of lesson plan.(2) The type of syllabus is notion functional
syllabus.(3) the roles of instructional materials are as a resource for presentation
materials, a source of actively for learner practice and communicative interaction,
a reference source for learners on grammar, vocabulary, pronounciation and a
source of stimulation and ideas for classroom activities,a support for less
experienced teachers who have to gain in confidence (4) the classroom procedure
used is 5E (Engagement, Exploration, Explanation, Elaboration and Evaluation)
and GBA (Genre Based Approach).(5) teaching technique used in teaching
English are like role plays, games, discussion, oral repetition, reading a passage,
skimming and scanning a passage, brainstorming, disccusion a topic or question
6) The teacher’s role are facilitator, organizer, manager, assessor, planner and
motivator.(7) the learner’s role are learners plan their own learning program and
this ultimately assumes responsibility for what they do in the classroom, group
and learn by interacting with others, learner tutor other learners, and learners learn
from the teacher, from other students and from other sources. 8) The media used
in teaching learning process is used textbook and picture as printed media, video
and images showed by using LCD.(9) Evaluation model used are daily
examination, middle text and final test.
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